Lesson focus: Multimodal texts. scaffolding students towards the completion of a multimodal text (information poster). Links with previous learning: Students have been undertaking an HSIE unit on celebrations. Links with previous lesson on visual literacy
Links with other KLAs:HSIE
Prior organisation:The bookshelves in the room have already been stocked with numerous texts both non-fiction and fiction. Resources can be acquired from local and state libraries.
ENGLISH KLA Outcomes and indicators:ENGLISH KLA Outcomes and indicators: TS2.2 interacts effectively in groups and pairs adopting a range of roles, uses a variety of media and uses various listening strategies for different situations
TS2.4 Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts
WS 2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.
WS 2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used.
Indicators:
- recognises the main organisational stages of a spoken information report
- uses language features of an information report
- uses some effective planning strategies- reflects and discusses how the jointly-constructed information report (poster) achieves it's purpose. - Identifies features of the text type, demonstrates developing visual literacy skills.
Resources:Interactive white board and markers. Resource 4. Students writing/work books. Extension activity resources: there should be adequate resources in the classroom for students to begin researching. These include access to the internet, fiction and non-fiction texts, artworks etc.
Introduction: Seat students on the floor in front of the IWB. Explain to students that as part of their work on celebrations they will be creating an information poster. Ask students to think about what kind of text an information poster is? and what skills they might need to make an effective poster. Play the video resource (resource 4). On the white board write the word 'multimodal text'. Students are to brainstorm on the topic. Possible prompts and questions should be based around the five semiotic systems: 1. Linguistic: comprising aspects such as vocabulary, generic structure and the grammar of oral and written language2. Visual: comprising aspects such as colour, vectors and viewpoint in still and moving images3. Audio: comprising aspects such as volume, pitch and rhythm of music and sound effects4. Gestural: comprising aspects such as movement, speed and stillness in facial expression and body language5. Spatial: comprising aspects such as proximity, direction, position of layout and organisation of objects in space. Activities/ Learning sequence: In small groups, students will be given a variety of multimodal texts on different celebrations. Texts will be of varying difficulty. In their groups students will cut up the different texts, then sort and categories elements of the text e.g. images, subject matter, headings etc.. The groups will then write a list of features of their celebration, e.g. food, dress, music etc. Groups will then return to the floor. Ask one member of each group to write one of their points on the board around the title 'celebrations'. Students should do this in turns. Once all the points are up on the board (and undoubtedly the groups will double up on many identified elements of celebrations). As a class decide which information should go onto the information poster. Jointly construct a general information poster on celebrations. This can be done on the IWB using publishing software. Students should identify, include and adhere to the grammatical conventions of an information report/poster. Each element of the text should be labelled i.e. Title, sub-heading, photograph, illustration, graph etc. Conclusion. Regroup the class using the preferred class management strategy. Ask the class to silently read the information poster they have created, thinking about it's structure, and drawing on their visual literacy skills (see lesson 7). Students then return to their desks and answer the following two questions (student's may choose to answer one or both) in their writing books: What makes this an effective information poster? What might you add or change to make it more effective? *NB: The joint writing task should remain visible to the class whilst they complete the reflection activity.
Extension work?If the lesson finishes earlier than expected, students can begin their research towards their final multimodal text.
Evidence of Learning / Assessment: Students participate in class discussion and brainstorm. Students answer at least one of the two reflection questions and demonstrate an understanding of the conventions of the text type and developing visual literacy skills.
Reflection:
Were students engaged throughout the lesson?
Did the students understand what multimodal texts are by the end of the session?
Were they able to name identify features of multimodal texts?
Where the activities pitched at an appropriate level for the majority of the students? If not, what could I do next time to alter the task and better scaffold student learning?
Did I cater enough for the different learning styles in the group?
TS2.2 interacts effectively in groups and pairs adopting a range of roles, uses a variety of media and uses various listening strategies for different situations
TS2.4 Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts
WS 2.10 Produces texts clearly, effectively and accurately, using the sentence structure, grammatical features and punctuation conventions of the text type.
WS 2.14 Discusses how own texts have been structured to achieve their purpose and the grammatical features characteristic of the various text types used.
Indicators:
- recognises the main organisational stages of a spoken information report
- uses language features of an information report
- uses some effective planning strategies- reflects and discusses how the jointly-constructed information report (poster) achieves it's purpose. - Identifies features of the text type, demonstrates developing visual literacy skills.
Resource 4.
Students writing/work books.
Extension activity resources: there should be adequate resources in the classroom for students to begin researching. These include access to the internet, fiction and non-fiction texts, artworks etc.
Play the video resource (resource 4). On the white board write the word 'multimodal text'. Students are to brainstorm on the topic. Possible prompts and questions should be based around the five semiotic systems:
1. Linguistic: comprising aspects such as vocabulary, generic structure and the grammar of oral and written language2. Visual: comprising aspects such as colour, vectors and viewpoint in still and moving images3. Audio: comprising aspects such as volume, pitch and rhythm of music and sound effects4. Gestural: comprising aspects such as movement, speed and stillness in facial expression and body language5. Spatial: comprising aspects such as proximity, direction, position of layout and organisation of objects in space.
Activities/ Learning sequence:
In small groups, students will be given a variety of multimodal texts on different celebrations. Texts will be of varying difficulty. In their groups students will cut up the different texts, then sort and categories elements of the text e.g. images, subject matter, headings etc..
The groups will then write a list of features of their celebration, e.g. food, dress, music etc. Groups will then return to the floor. Ask one member of each group to write one of their points on the board around the title 'celebrations'. Students should do this in turns. Once all the points are up on the board (and undoubtedly the groups will double up on many identified elements of celebrations).
As a class decide which information should go onto the information poster. Jointly construct a general information poster on celebrations. This can be done on the IWB using publishing software. Students should identify, include and adhere to the grammatical conventions of an information report/poster. Each element of the text should be labelled i.e. Title, sub-heading, photograph, illustration, graph etc.
Conclusion. Regroup the class using the preferred class management strategy. Ask the class to silently read the information poster they have created, thinking about it's structure, and drawing on their visual literacy skills (see lesson 7). Students then return to their desks and answer the following two questions (student's may choose to answer one or both) in their writing books:
What makes this an effective information poster?
What might you add or change to make it more effective?
*NB: The joint writing task should remain visible to the class whilst they complete the reflection activity.
Extension work?If the lesson finishes earlier than expected, students can begin their research towards their final multimodal text.
Students participate in class discussion and
brainstorm.
Students answer at least one of the two reflection questions and demonstrate an understanding of the conventions of the text type and developing visual literacy skills.